Decolonial and antiracist teacher education practice
Challenges and alternatives
Bibliographic Data
| ID | 21360131 |
|---|---|
| Authors | Ryuko Kubota (0000-0001-5072-7169, Faculty of Education, Department of Language and Literacy Education University of British Columbia Vancouver Canada, corresponding author), Stewart Motha (0000-0003-0185-7084, University of Washington), Suhanthie Motha (Department of English University of Washington Seattle USA) |
| Year | 2025 |
| Volume | 109 |
| Issue | 3 |
| Pages | 686-695 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Modern Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.13015 |
| OpenAlex | W4414016097 |
| Language | EN |
| Citations received | 1 |
| References cited | 20 |
Decolonial and antiracist perspectives offer critical and humanizing approaches to supporting justice‐affirming language teacher education. In this commentary, we provide a conceptual grounding for decolonial and antiracist pedagogies as constitutive of justice‐affirming language education. These pedagogical approaches encourage students, teachers, and teacher educators to question normalized assumptions that reinforce inequality among groups of people from diverse backgrounds, perpetuate colonial oppression of Indigenous peoples, and undermine our relationality and respect for land and environment. While decolonial and antiracist approaches envision the construction of more just societies and human relations, some caveats need to be addressed and overcome. These include the tendency to conflate decoloniality with social justice, which leads to neglecting the ongoing colonial oppression experienced by Indigenous people; scholars’ complicity with the neoliberal pressure and competition that exacerbate the theory–practice gap; the misconception that North American justice discourse is universal; and injudicious participation in cancel culture as an exclusive approach to promoting a social justice agenda. We advocate for more open, contextual, and restorative practice by centering the intertwined synergy of teacher identity and critical reflexivity in teacher education and, simultaneously, demanding that our institutions take equal responsibility for transformation
Engineering ethics · Pedagogy · Political science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Engineering · Global Education and Multiculturalism · Multilingual Education and Policy
Is an Antiracist and Decolonizing Applied Linguistics Possible?
The Multi/Plural Turn, Postcolonial Theory, and Neoliberal Multiculturalism
Decolonizing second language writing
It's (in)escapable
Critical place‐based pedagogy and language teacher education in the Global North and South
Rethinking French‐as‐a‐second‐language education as a space for supporting Indigenous language work on xwməθkwəy̓əm (Musqueam) land
Conquistador–settler grammars
“We Must Look at Both Sides”—But a Denial of Genocide Too
Race, empire, and English language teaching
Feminism without Borders
Spectacles and spectres
We must make kin to get free
The Decolonial Option in English Teaching
The Concept of Method, Interested Knowledge, and the Politics of Language Teaching
Sustainability as Wild Policy
Žižek at the Buchmesse
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |